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Riverside Elementary

General school information

Category: Elementary (PK-05) School
Phone: 757-591-4740
Address: 1100 Country Club Road Newport News, VA 23606
Principal: Ms. Karen Brown
Superintendent: Dr. George Parker III
School Number: 1150
Region: 2
Division: Newport News City Public Schools
Division Number: 117
Division Website (opens new window)

Map results may not reflect school division or attendance zone boundaries.

Accreditation

Assessments

Assessments

Enrollment

Enrollment

Finance

Finance

Learning Climate

Learning Climate

Teacher Quality

Teacher Quality

ESSA

Every Student Succeeds Act

School Readiness

School Readiness

User note: Updated information for some School Quality Profile reports is not available because of the closure of schools in March 2020 and the cancellation of spring 2020 state assessments.

ACCREDITATION

2020 Accreditation Status: Accreditation Waived
Accreditation Status Last Year: Accredited
Annual Waiver: 2019 through 2021

Annual accreditation is waived for all Virginia public schools for the 2020-2021 school year due to the cancellation of spring 2020 state assessments.

+ View 2019 School Quality Indicator Reports

Assessments

Student Achievement by Proficiency Level

Reading Performance: All Students

This chart displays the percentage of students passing state reading tests. Virginia students are assessed annually in reading in grades 3-8 and once in high school with an end-of-course (EOC) reading test. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 19 54 74 26 16 49 65 35 11 52 64 36
Female 21 54 74 26 14 55 68 32 8 58 66 34
Male 18 54 73 27 18 44 62 38 15 47 62 38
American Indian < < < < < < < <
Asian < < 100 0 < < 100 0 < < < <
Black 13 45 58 42 9 43 52 48 11 43 54 46
Hispanic 15 68 82 18 20 40 60 40 11 43 54 46
White 25 58 83 17 20 55 76 24 10 65 75 25
Multiple Races 17 67 83 17 21 53 74 26 15 45 60 40
Students with Disabilities 19 14 33 67 16 18 35 65 27 16 43 57
Students without Disabilities 19 59 78 22 16 55 71 29 9 59 68 32
Economically Disadvantaged 10 49 59 41 9 41 50 50 9 47 56 44
Not Economically Disadvantaged 28 59 86 14 24 57 81 19 13 56 69 31
English Learners 9 64 73 27 - 20 20 80 - 33 33 67
Homeless < < < < < < < < < < < <
Military Connected 33 47 80 20 22 48 70 30
Grade 3 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 13 52 65 35 16 50 66 34 11 47 59 41
Female 13 54 67 33 15 60 74 26 8 61 69 31
Male 13 50 63 37 17 43 59 41 15 33 48 52
Asian < < 100 0 < < 100 0 < < 100 0
Black 10 40 50 50 14 39 53 47 10 34 44 56
Hispanic < < < < < < < < < < < <
White 12 63 76 24 16 64 80 20 14 62 76 24
Multiple Races < < < < < < < < 10 50 60 40
Students with Disabilities 14 21 36 64 22 17 39 61 45 - 45 55
Students without Disabilities 13 56 69 31 14 58 72 28 7 53 60 40
Economically Disadvantaged 7 40 47 53 14 39 53 47 5 50 55 45
Not Economically Disadvantaged 19 63 82 18 18 66 84 16 16 45 62 38
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < < <
Military Connected < < 100 0 25 42 67 33
Grade 4 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 15 59 73 27 14 48 62 38 8 53 61 39
Female 16 57 73 27 9 55 64 36 4 60 63 37
Male 13 60 73 27 17 42 59 41 12 46 58 42
American Indian < < < <
Asian < < 100 0 < < < <
Black 7 49 56 44 10 40 50 50 13 37 50 50
Hispanic 23 62 85 15 8 58 67 33 9 36 45 55
White 21 64 85 15 18 52 70 30 - 76 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities 17 17 33 67 15 10 25 75 23 18 41 59
Students without Disabilities 14 63 78 22 13 56 69 31 4 62 66 34
Economically Disadvantaged 2 60 62 38 5 38 43 57 11 38 49 51
Not Economically Disadvantaged 24 58 82 18 24 59 83 17 5 64 69 31
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 5 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 31 52 83 17 18 48 67 33 15 57 72 28
Female 31 51 82 18 17 50 67 33 12 53 65 35
Male 31 53 84 16 20 47 67 33 17 59 76 24
Asian < < 100 0 < < 100 0
Black 26 46 71 29 4 49 53 47 10 58 68 33
Hispanic 8 83 92 8 < < < < 10 60 70 30
White 43 45 88 12 26 51 77 23 16 59 75 25
Multiple Races < < < < < < < < < < < <
Students with Disabilities 30 - 30 70 12 29 41 59 19 25 44 56
Students without Disabilities 31 57 89 11 20 52 71 29 14 62 77 23
Economically Disadvantaged 21 48 69 31 9 47 56 44 12 54 66 34
Not Economically Disadvantaged 40 55 95 5 28 49 77 23 17 58 75 25
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 6 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC English Reading Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Writing Performance: All Students

This chart displays the percentage of students passing state writing tests. Virginia students are assessed in writing in grade 8 and once in most high schools with a state end-of-course (EOC) writing test. If a high school administers a locally developed writing assessment, results are not included in this chart as scores on locally developed writing assessments are not reported to the Virginia Department of Education. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
English Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
EOC Writing Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Math Performance: All Students

This chart displays the percentage of students passing state mathematics tests. Virginia students are assessed annually in mathematics in grades 3-8 and at the end of secondary courses (Algebra I, Geometry and Algebra II) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 21 47 69 31 13 43 56 44 12 55 68 32
Female 21 51 72 28 9 44 54 46 10 56 66 34
Male 21 45 66 34 15 42 57 43 14 55 69 31
American Indian < < < < < < < <
Asian < < 100 0 < < < < < < < <
Black 8 42 50 50 5 34 39 61 8 46 55 45
Hispanic 37 46 83 17 13 41 53 47 7 71 79 21
White 30 49 79 21 18 50 68 32 15 61 76 24
Multiple Races 6 71 76 24 11 63 74 26 15 60 75 25
Students with Disabilities 19 8 28 72 20 7 27 73 27 8 35 65
Students without Disabilities 22 52 74 26 11 50 61 39 10 64 74 26
Economically Disadvantaged 9 42 51 49 5 37 42 58 13 45 59 41
Not Economically Disadvantaged 32 52 84 16 21 49 71 29 12 63 74 26
English Learners 17 58 75 25 - 17 17 83 - 53 53 47
Homeless < < < < < < < < < < 100 0
Military Connected 13 67 80 20 13 65 78 22
Grade 3 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 41 55 45 6 46 52 48 18 54 71 29
Female 13 45 57 43 2 48 50 50 20 55 75 25
Male 15 38 52 48 9 44 54 46 15 52 67 33
Asian < < 100 0 < < < < < < 100 0
Black 7 29 36 64 8 22 31 69 7 49 56 44
Hispanic < < < < - 25 25 75 < < < <
White 17 49 66 34 5 66 70 30 30 57 86 14
Multiple Races < < < < < < < < 10 70 80 20
Students with Disabilities 14 7 21 79 22 6 28 72 45 - 45 55
Students without Disabilities 14 46 60 40 2 55 57 43 14 60 74 26
Economically Disadvantaged 6 28 33 67 7 33 40 60 17 48 64 36
Not Economically Disadvantaged 22 54 76 24 5 64 68 32 18 58 76 24
English Learners < < < < < < < < < < < <
Homeless < < < < < < < < < < 100 0
Military Connected < < 100 0 17 75 92 8
Grade 4 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 14 55 69 31 14 45 59 41 13 50 63 37
Female 14 57 71 29 9 43 53 47 4 56 60 40
Male 14 53 67 33 17 46 63 37 23 44 67 33
American Indian < < < <
Asian < < 100 0 < < < <
Black 5 45 50 50 8 38 46 54 11 37 47 53
Hispanic 23 62 85 15 9 73 82 18 - 73 73 27
White 21 60 81 19 16 48 64 36 16 60 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities 17 17 33 67 20 10 30 70 23 9 32 68
Students without Disabilities 14 59 73 27 13 52 65 35 11 61 72 28
Economically Disadvantaged 2 52 54 46 5 37 42 58 16 38 53 47
Not Economically Disadvantaged 23 57 80 20 24 54 78 22 12 59 71 29
English Learners < < < < < < < < < < < <
Military Connected < < < < < < < <
Grade 5 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 37 46 83 17 17 38 56 44 7 62 69 31
Female 34 50 84 16 17 42 58 42 7 58 65 35
Male 40 42 82 18 18 36 54 46 6 65 71 29
Asian < < 100 0 < < 100 0
Black 15 56 71 29 - 38 38 62 8 53 60 40
Hispanic 62 31 92 8 < < < < 10 90 100 0
White 51 37 88 12 31 39 70 30 4 65 69 31
Multiple Races < < < < < < < < < < < <
Students with Disabilities 30 - 30 70 18 6 24 76 19 13 31 69
Students without Disabilities 38 51 89 11 17 44 61 39 4 71 76 24
Economically Disadvantaged 20 47 67 33 4 42 46 54 7 51 59 41
Not Economically Disadvantaged 51 46 96 4 31 34 66 34 6 69 75 25
English Learners < < < < < < < < < < 100 0
Military Connected < < < < < < < <
Grade 6 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 7 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Grade 8 Mathematics Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geometry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Algebra II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Science Performance: All Students

This chart displays the percentage of students passing state science tests. Virginia students are assessed in science in grades 5 and 8 and at the end of secondary courses (Earth Science, Biology and Chemistry) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 51 82 18 18 55 73 27 25 49 75 25
Female 26 58 84 16 17 56 73 27 21 44 65 35
Male 35 44 79 21 19 54 73 27 29 52 81 19
Asian < < 100 0 < < 100 0
Black 19 42 61 39 4 51 55 45 18 53 70 30
Hispanic 38 54 92 8 < < < < 40 30 70 30
White 38 52 90 10 30 57 87 13 24 55 78 22
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 36 - 36 64 18 12 29 71 19 31 50 50
Students without Disabilities 30 57 87 13 18 62 81 19 27 52 79 21
Economically Disadvantaged 26 38 64 36 7 54 61 39 22 44 66 34
Not Economically Disadvantaged 34 63 97 3 29 55 84 16 28 52 80 20
English Learners < < < < < < < < < < 100 0
Military Connected < < < < < < < <
Grade 5 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 30 51 82 18 18 55 73 27 25 49 75 25
Female 26 58 84 16 17 56 73 27 21 44 65 35
Male 35 44 79 21 19 54 73 27 29 52 81 19
Asian < < 100 0 < < 100 0
Black 19 42 61 39 4 51 55 45 18 53 70 30
Hispanic 38 54 92 8 < < < < 40 30 70 30
White 38 52 90 10 30 57 87 13 24 55 78 22
Multiple Races < < 100 0 < < < < < < < <
Students with Disabilities 36 - 36 64 18 12 29 71 19 31 50 50
Students without Disabilities 30 57 87 13 18 62 81 19 27 52 79 21
Economically Disadvantaged 26 38 64 36 7 54 61 39 22 44 66 34
Not Economically Disadvantaged 34 63 97 3 29 55 84 16 28 52 80 20
English Learners < < < < < < < < < < 100 0
Military Connected < < < < < < < <
Grade 8 Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Biology Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Chemistry Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Earth Science Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

History Performance: All Students

This chart displays the percentage of students passing state tests in history/social science. Virginia students are assessed in history/social science once in elementary school (Virginia Studies), once in middle school (Civics and Economics) and at the end of secondary courses (Geography, World History I, World History II and Virginia and United States History) as needed to meet graduation requirements. Use the drop down menu above the chart to view results for a specific test. Use the menu below the chart to select results for a specific group of students. Practice test items representative of the content and skills included in current Standards of Learning assessments are available on the Virginia Department of Education website to assist in understanding the format of the tests and questions.
History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 54 72 28 16 48 65 35 17 41 59 41
Female 14 65 80 20 9 53 62 38 6 52 58 42
Male 21 46 67 33 22 44 67 33 29 31 60 40
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 7 51 58 42 8 40 48 52 13 26 39 61
Hispanic 23 62 85 15 27 55 82 18 9 45 55 45
White 26 58 85 15 18 56 74 26 20 56 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 33 33 67 15 15 30 70 23 18 41 59
Students without Disabilities 20 57 77 23 17 55 72 28 16 48 63 37
Economically Disadvantaged 6 48 54 46 11 35 47 53 13 36 49 51
Not Economically Disadvantaged 27 59 86 14 22 63 85 15 20 46 66 34
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
VA Studies Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
All Students 18 54 72 28 14 50 64 36 13 43 57 43
Female 15 65 79 21 9 53 62 38 4 53 57 43
Male 21 45 67 33 18 47 65 35 23 33 56 44
American Indian < < < <
Asian < < 100 0 < < 100 0
Black 7 50 57 43 2 42 44 56 3 29 32 68
Hispanic 25 58 83 17 27 55 82 18 9 45 55 45
White 26 58 85 15 18 56 74 26 20 56 76 24
Multiple Races < < < < < < < < < < < <
Students with Disabilities - 20 20 80 - 18 18 82 - 24 24 76
Students without Disabilities 20 57 77 23 17 55 72 28 16 48 63 37
Economically Disadvantaged 6 47 53 47 10 36 46 54 5 39 44 56
Not Economically Disadvantaged 28 58 86 14 19 65 85 15 19 47 66 34
English Learners < < < < < < < < < < < <
Military Connected < < 100 0 < < < <
VA & US History Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History I Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
World History II Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Geography Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
Civics & Econ Performance 2016-2017 2017-2018 2018-2019
Student Subgroup Advanced Proficient Passed Failed Advanced Proficient Passed Failed Advanced Proficient Passed Failed
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

2016-20172017-20182018-2019
School22-
Division894240
State4,2272,7623,719
Number of Recently Arrived English Language Learners Exempted From State Reading Assessments

Virginia Alternate Assessment Program Participation Rates

Reading
Subject Area Number of Students Taking VAAP Tests Total Number of Students Percent of Students Taking VAAP Tests
Number and percentage of students participating in the Virginia Alternate Assessment Program.

Enrollment

Fall Membership by Grade

Grade 2018-20192019-20202020-2021
Kindergarten888472
Grade 1687875
Grade 2708087
Grade 31009396
Grade 4100105106
Grade 511099101
Total Students536539537

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Fall Membership by Subgroups

2020 Fall Membership By Subgroup: Racial and Ethnic Groups

The Virginia Department of Education annually collects statistics on the number of students enrolled in public schools on September 30.  Student counts are reported by grade assignment, race, ethnicity, disability, English proficiency, and economic status. The collection of race and ethnicity information as specified by the U.S. Department of Education is required for eligibility for federal education funds and for accountability reports. A student is reported as economically disadvantaged if he or she meets any one of the following criteria:
  • Is eligible for Free/Reduced Meals;
  • Receives Temporary Assistance for Needy Families;
  • Is eligible for Medicaid; or
  • Is a migrant or is experiencing homelessness.
.
Fall Membership by Subgroup
Subgroup 2018-20192019-20202020-2021
All Students536539537
Female237229244
Male299310293
American Indian312
Asian131210
Black194210223
Hispanic544350
White239230207
Multiple Races334245
Students with Disabilities696561
Students without Disabilities467474476
Economically Disadvantaged197185253
Not Economically Disadvantaged339354284
English Learners372023
Not English Learners499519514
Military Connected345261
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Finance

Per-Pupil Spending

2019-2020 Per-Pupil Spending

The per-pupil expenditure calculations exclude expenditures that are not directly related to educational services provided to students in pre-kindergarten classes as well as in grades K-12. Excluded expenditures include adult education, community services, non-regular school day programs, capital purchases, debt service, food services, and fund transfers.

Per-Pupil Expenditures School Division State
End-of-Year Average Daily Membership
School-Level Expenditures Per-Pupil
Federal
State/Local
Total
Division-Level Expenditures Per-Pupil
Federal
State/Local
Total
Total Per-Pupil Expenditures
Expenditure Summary
Excluded from Per-Pupil Formula
Total Expenditures

Learning Climate

Chronic Absenteeism

Chronic Absenteeism 2018-2019 School Year:

Daily attendance is critical to success in school. A student is considered chronically absent if he or she misses two or more instructional days per month (18 days, or 10 percent of a 180-day school year) regardless of whether the absences are excused or unexcused. According to the U.S. Department of Education:
  • Children who are chronically absent in preschool, kindergarten, and first grade are much less likely to read on grade level by the third grade.
  • Students who can't read at grade level by the third grade are four times more likely to drop out of high school.
  • By high school, regular attendance is a better dropout indicator than test scores.
  • A student who is chronically absent in any year between the eighth and twelfth grade is seven times more likely to drop out of school.
Absenteeism by Subgroup
2016-2017 2017-2018 2018-2019
Subgroup Below 10% 10% or Above Below 10% 10% or Above Below 10% 10% or Above
All Students505684816747766
Female236322222720834
Male269362594026932
American Indian<<<<<<
Asian<<111120
Black169231642317526
Hispanic5210569514
White246282212820632
Multiple Races296285314
Students with Disabilities57116718609
Economically Disadvantaged231492224718246
English Learners216313342
Homeless796437
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Standards of Accreditation (SOA) Offenses Data

2018-2019 Offenses
  Number of Offenses
Disorderly or Disruptive Behavior Offenses 66
Other Offenses Against Persons 27
All Other Offenses <
Weapons Offenses <
Offenses Against Staff <
Offenses Against Student 12

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Short-Term Suspensions

Short-Term Suspensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A short-term suspension (10 days of less) may be imposed by a principal, an assistant principal, or a designee teacher in the principal’s absence. The principal or assistant principal must tell the student of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his version of what occurred. Notice to the parent may be oral or written, depending on local school board policy, and must include information on the length of the suspension, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired.  A parent may ask for a short-term suspension decision to be reviewed by the superintendent or his designee. Local school board policy will determine whether the superintendent’s decision is final or can be appealed to the local school board. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Short-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Short-Term Suspensions% Population% Short-Term Suspensions% Population% Short-Term Suspensions
American Indian0.50.40.6
Asian1.42.22.4
Black336032.470.236.266.2
Hispanic122.912.910.710.15.9
Native Hawaiian------
White46.737.145.715.544.620.6
Multiple Races6.36.53.66.27.4
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Long-Term Suspensions

Long-Term Supensions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. A long-term suspension (more than 10 school days and less than 365 calendar days)  is usually imposed by a disciplinary hearing officer upon recommendation of a principal. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred. Notice to the parent (and child) must be in writing and must include information on the length of and reason for the suspension, the right to a hearing in accordance with local school board policy, the availability of community-based educational options, and the student’s right to return to regular school attendance when the suspension period has expired or to attend an appropriate alternative education program approved by the school board during the suspension or after the suspension period expires. Costs for any community-based educational programs or alternative programs that are not part of the program offered by the school division are the financial responsibility of the parent. A parent has the right to appeal a long-term suspension decision in accordance with local school board policy. The appeal may first go to the local superintendent or his or her designee or to a sub-committee of the local school board; final appeal is to the full school board. The appeal must be decided by the school board within 30 days. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Long-Term Suspensions
  2016-20172017-20182018-2019
Subgroup % Population% Long-Term Suspensions% Population% Long-Term Suspensions% Population% Long-Term Suspensions
American Indian0.50.40.6
Asian1.42.22.4
Black3332.436.2
Hispanic1212.910.1
Native Hawaiian
White46.745.744.6
Multiple Races6.36.56.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Expulsions

Expulsions:

Increasingly, Virginia schools are implementing Positive Behavioral Interventions and Supports, a nationally-recognized approach to support positive academic and behavioral outcomes for students. This positive approach to discipline prepares teachers and principals to implement new techniques that reduce disruptive student behaviors that lead to suspensions and decrease instructional time. An expulsion (removal from school for 365 calendar days) may only be imposed by a local school board. The student must be told of the charges against him or her. If the student denies them, he or she is given an explanation of the facts as known to the school and an opportunity to present his or her version of what occurred.  The parent (and child) must be noticed in writing of the proposed expulsion, the reasons the expulsion is being proposed, and of the right to a hearing before the school board or a sub-committee of the school board, depending on local policy. If the student is expelled, the parent is sent a written notification of the length of the expulsion and information on the availability of community-based educational, training, and intervention programs. The notice must state whether the student is eligible to return to regular school or to attend an approved alternative education program or an adult education program offered during or after the period of expulsion. The student may apply for readmission to be effective one calendar year from the date of his or her expulsion. For more information, see A Parent’s Guide To Understanding Student Discipline Policies and Practices In Virginia Schools.
Expulsions
  2016-20172017-20182018-2019
Subgroup % Population% Expulsions% Population% Expulsions% Population% Expulsions
American Indian0.50.40.6
Asian1.42.22.4
Black3332.436.2
Hispanic1212.910.1
Native Hawaiian------
White46.745.744.6
Multiple Races6.36.56.2
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Meal Eligibility

Free and Reduced Meal Eligibility:

School divisions that choose to take part in the National School Lunch Program get cash subsidies and donated commodities from the U.S. Department of Agriculture for each meal they serve. In return, they must serve lunches that meet Federal requirements, and they must offer free or reduced-price lunches to eligible children. The School Breakfast Program operates by supporting breakfasts in the same manner as the National School Lunch Program.   At the beginning of each school year, letters and meal applications are distributed to households of children attending school. This letter informs households that school nutrition programs are available and that free and reduced-price meals are available based on income criteria. Applications have been eliminated totally in divisions that implement the community eligibility provision for all schools within the division. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals, for which students can be charged no more than 40 cents for lunch and 30 cents for breakfast. All other students pay the full price for meals. See the Virginia Department of Education website for more information about school nutrition programs.
Free and Reduced Meal Eligibility
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 46.18476.5
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Breakfast Participation of Eligible Students

Free and Reduced Breakfast Participation of Eligible Students :

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Breakfast Program. The School Breakfast Program is a federally assisted meal program that provides nutritious breakfast meals to students. The Virginia Department of Education administers the program at the state level and school divisions administer the program at the local level. Participation in the School Breakfast Program has been linked increased achievement, reduced absenteeism and tardiness, fewer disciplinary problems, and better student health. Breakfast menus must provide one-fourth of the daily recommended levels for protein, calcium, iron, Vitamin A, Vitamin C and calories. Participating schools must serve breakfasts that meet Federal nutrition standards – one quarter of daily recommended levels of protein, calcium, iron, vitamins A and C and calories – and must provide free and reduced-price breakfasts to eligible children. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Breakfast Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 69.665.462.6
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Free and Reduced Lunch Participation of Eligible Students

Free and Reduced Lunch Participation of Eligible Students:

The above pie graph displays the average daily percentage of students eligible for free or reduced-price meals who participated in the U.S. Department of Agriculture School Lunch Program. School divisions that take part in the National School Lunch Program get cash subsidies and donated food items from the U.S. Department of Agriculture for each meal served. In return, schools must serve lunches that meet federal requirements, and must offer free or reduced-price lunches to eligible children. Studies show that well-nourished students are better learners. The No Kid Hungry Virginia campaign and the Virginia 365 Project are key state initiatives to increase participation in school nutrition programs and eliminate childhood hunger.  
Free and Reduced Lunch Participation
  2017-20182018-20192019-2020
  PercentagePercentagePercentage
All Students 75.761.763.9
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Civil Rights Data Collection

The Civil Rights Data Collection (CRDC) is a survey of all public schools and school districts in the United States. The CRDC includes data on student access to courses, programs, staff, and resources relevant to educational equity and opportunity for students.​

The U.S. Department of Education’s Office of Civil Rights reports information collected through the CRDC in carrying out its mission “to ensure equal access to education and to promote educational excellence throughout the nation through vigorous enforcement of civil rights.”​

More information about the Civil Rights Data Collection is available on the Virginia Department of Education website.

2017-2018 school data (Excel)
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Teacher Quality

Teacher Quality

Teacher Quality All Schools
Poverty Level Out-of-Field Teachers Inexperienced Teachers Out-of-Field and Inexperienced Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of teachers who are teaching out of field (not fully endorsed for the content they are teaching) or who are inexperienced (less than one year of classroom experience). Percentages are reported for Title I schools, non-Title I schools, all schools and for high-poverty and low-poverty schools.

Provisionally Licensed Teachers

Provisionally Licensed Teachers
  Poverty Level All Teachers Special Education Teachers

< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

This table reports the percentages of all teachers and special education teachers who are teaching with a provisional license.

Teacher Educational Attainment

Teacher Educational Attainment: 2019-2020

No additional explanation available.
Teacher Educational Attainment
  Bachelor's Degree Master's Degree Doctoral Degree Other
2017-201830%63%0%7%
2018-201935%57%0%8%
2019-202032%61%0%7%
< = A group below state definition for personally identifiable results
- = Not applicable or no data for group
* = Data not yet available

Every Student Succeeds Act

2020 ESSA Status: Not Identified for Support and Improvement
2020 Accreditation Status: Accreditation Waived

2020-2021 ESSA status is based on 2018-2019 performance due to the cancellation of spring 2020 state assessments and in accordance with Virginia’s accountability waiver as approved by the U.S. Department of Education.

+ View 2019 ESSA School Quality Indicator Summary and related reports

School Readiness

Kindergarten Students' Public Preschool Experience

This chart displays the percentage of kindergarten students who were previously enrolled in a public preschool within a Virginia school division. Students who were enrolled in a public preschool program administered by a non-governmental agency — such as a Head Start program administered by a local nonprofit organization — are not included.
Percent of Kindergarten Students With Public Preschool Experience

Kindergarten Students Meeting Fall Literacy Benchmarks

This chart presents the percentage of kindergarten students scoring at or above the benchmark on the fall Phonological Awareness Literacy Screening (PALS) assessment. Note: Fairfax County Public Schools administers an alternate literacy assessment and school-level results for Fairfax County kindergarten students are not reported to the Virginia Department of Education.
Percent of Kindergarten Students Meeting Fall Literacy Benchmarks​​​
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